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All Journal LINGUAL: Journal of Language and Culture JET (Journal of English Teaching) Adi Buana Berumpun: international journal of social, politics and humanities Journal of English Education Musamus Journal of Language and Literature International Journal of English Education and Linguistics (IJoEEL) Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Paedagogy Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Journal of Education and Teaching Learning Yayasan Cita Cendikiawan Al Khwarizmi Journal Of Academia In English Educations (JADEs) EPIGRAM (e-journal) Tamaddun Journal of Education and Culture Research Horizon JOEEL (Journal of English Education and Literature) SWARNA: Jurnal Pengabdian Kepada Masyarakat TENANG : Teknologi, Edukasi, dan Pengabdian Multidisiplin Nusantara Gemilang
Ray Suryadi, Ray
Universitas Sembilan Belas November Kolaka
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The The Impact of Reading, Covering, Remembering, Retelling on Students' Reading Comprehension Fitriani; Abin, Rais; Suryadi, Ray; Syam, Hariadi; Reskiawan, Bimas; Sultan
Research Horizon Vol. 5 No. 3 (2025): Research Horizon - June 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.3.2025.1029-1038

Abstract

The importance of reading comprehension is key for middle school children, especially in descriptive texts where narrative vivid, clear attention to the facts and sensory aspects is needed. But Indonesian eighth-grade students experienced some difficulties in reading because of a lack of vocabulary, have no reading strategy and have lower interest in reading. The purpose of study is to investigate whether the Read, Cover, Remember, Retell (RCRR) strategy effective in teaching reading comprehension of descriptive texts. A quasi-experimental approach with pre- and post-test measurements on experimental and control groups was used. Preliminary results revealed that students in both groups had mostly average reading comprehension abilities with little representation of high‐or low‐performers. The group of students that was exposed to RCRR made marked improvement - 77% in the excellent range, and one student at the level of very high. In comparison, the control group, taught in the traditional manner, gained only minimally with 55% achieving the high category and none the very high category. These findings indicate that not only does the RCRR intervention enhance comprehension, but it also leads to more students achieving advanced levels of comprehension. In short, the RCRR approach is a feasible and efficacious approach English teachers to enhance students’ comprehension and engagement with descriptive texts.
Enhancing Students Listening Skills: The Impact of Podcast Integration in Language Learning Putri, Ade Yustika; Abin, Rais; Suryadi, Ray; Pratiwi, Alifiah; Sultan; Syam, Hariadi; Naing, Ince Rezky
Research Horizon Vol. 5 No. 3 (2025): Research Horizon - June 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.3.2025.945-954

Abstract

This study aims to determine the effect of using podcasts on improving students' listening skills in learning English. Using a quasi-experimental design, two classes were involved, namely the experimental class that received learning through podcasts and the control class that was taught using conventional methods. The research instrument in the form of a multiple-choice test was arranged in the form of a pre-test and post-test to measure students' listening comprehension. The results of the analysis showed that students in the experimental class experienced a more significant increase in listening skills compared to the control class. This finding strengthens the theory of the importance of understandable input and Mayer's theory which emphasizes the combination of audio and verbal stimuli in learning. Podcasts have been shown to provide authentic input that can be accessed again according to the students' learning pace, thereby increasing their motivation, independence, and involvement in the learning process. Thus, podcasts are worthy of being used as an effective alternative learning media to improve listening skills in the context of teaching English as a foreign language.
The Effect of Learning Styles on Vocabulary Mastery among Second-Year Students Pratiwi, Alifiah; Suryadi, Ray; Astiantih , Susi; Sultan; Putra, Eko; Syahria, Nur; Naing, Ince Rezky
Research Horizon Vol. 5 No. 3 (2025): Research Horizon - June 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the relationship between students’ learning styles and vocabulary achievement among second-grade students at Public Junior High School of 6 Buton Tengah. Employing a correlational research design, data were collected through a learning style questionnaire (covering visual, auditory, and kinesthetic preferences) and a vocabulary achievement test. The sample consisted of 25 students from Class C. Data analysis was conducted using the Pearson Product-Moment correlation formula. The findings reveal a significant positive correlation between each learning style and vocabulary achievement, with correlation coefficients of r = 0.838 for visual, r = 1.000 for auditory, and r = 0.923 for kinesthetic learning styles. These results indicate that students' preferred learning styles strongly influence their vocabulary mastery. The study highlights the importance for educators to recognize and integrate diverse learning styles in instructional strategies to enhance vocabulary acquisition. Future research is recommended to involve a larger and more diverse sample to generalize findings and explore causal relationships.
Improving Vocabulary Mastery through Direct Instruction Fitriani; Abin, Rais; Karimuddin; Zakaria; Astiantih, Susi; Suryadi, Ray
Research Horizon Vol. 5 No. 3 (2025): Research Horizon - June 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.3.2025.955-964

Abstract

The low mastery of students' skills in learning English and the limited application of explicit learning strategies such as DI in English as a Foreign Language (EFL) class in Indonesia. This study aims to determine the effectiveness of the Direct Teaching (DI) strategy in improving the mastery of understanding of grade VII students at State Junior High School 3 Tanggetada. The method used in this study is Classroom Action Research (CAR) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementing actions, observation, and reflection. The research subjects were 18 students who were selected purposively based on their low mastery of understanding. Data collection techniques include insight tests, student and teacher activity observation sheets, and field notes. Data analysis was carried out descriptively quantitatively and qualitatively to assess the development of student learning outcomes and behavior during the learning process. The results of the study indicate that the application of the Direct Teaching strategy can improve students' mastery of understanding and encourage active involvement in the learning process. Students become more confident, motivated, and able to understand understanding in a more structured way.
Observing Students' Engagement in Rural Indonesian EFL Classrooms Through The “Word of the Day” Strategy Ashar, Aisyah; Khartha, Aqzhariady; Abin, Rais; Suryadi, Ray
Jurnal Paedagogy Vol. 12 No. 4 (2025): October (IN PROGRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17835

Abstract

This study aimed to investigate the effectiveness of the Word of the Day (WotD) strategy in enhancing vocabulary learning and student engagement in a rural EFL context. A quasi-experimental control class (CC) design was employed, involving two ninth-grade classes from SMP Negeri 2 Samaturu. Class 9A received instruction using the WotD-based approach, while Class 9E was taught using traditional methods. Data were collected through pre- and post-tests, classroom observations, semi-structured interviews, and open-ended questionnaires. The WotD strategy was implemented in several stages, including a pre-test, strategy application through contextual texts and games, and a post-test. Quantitative data were analyzed by comparing mean scores between groups, whereas qualitative data were analyzed thematically. The results indicated that vocabulary scores significantly improved in Class 9A (mean gain = 23.3) compared to Class 9E (mean gain = 9.2), along with higher levels of classroom participation. These findings suggest that low-stakes vocabulary strategies such as WotD can effectively promote vocabulary acquisition and active participation in under-resourced rural classrooms. Complementary qualitative findings further highlighted the roles of family support, student motivation, and peer collaboration in enhancing classroom engagement beyond test performance.
Co-Authors Abin, Rais Agus Nasir Aninsih, Putri Aqzhariady Khartha Ashar, Aisyah Astiantih , Susi Astiantih, Susi Ehsan Namaziandost eko putra, eko Firdayana Firdayana Firdayana Kamaruddin Fitriani Halil, Nur Ihsan Hariadi Syam Hariadi Syam, Hariadi Hendra Hodairiyah, Hodairiyah Indrayani Simpuruh Jamilah, Radhiyatul Kadaruddin, Kadaruddin Karimuddin, Karimuddin karman karman La Ode Muhammad Idrus Hamid B Listyawati , Bintang Permana Misbahuddin Misbahuddin Naing, Ince Rezky Netty Huzniati Andas Netty Huzniati Andas, Netty Huzniati Nur Alim Nurrahman, Jihat Nurul Hafifah Nurwijayanti Pratiwi , Alifiah Pratiwi, Alifiah Putri, Ade Yustika Rahedin Suwo RAIS ABIN Ramadhani, Asti Raslan Riadi Reskiawan, Bimas - Rohima Nur Aziza Al Hakim Sajad Shafiee Saputra, I Gede Purwana Edi Serly, Serly sultan Sultan Sultan Syahria, Nur Syamsinar Syamsinar Uspayanti, Rezky Wahyuniar Wahyuniar Yawan, Hendri Zakaria